ArticleOpen journal of modern linguistics2016
Strategies Typically Developing Writers Use for Translating Thought into the Next Sentence and Evolving Text: Implications for Assessment and Instruction.
Article in Open journal of modern linguistics, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
7 citing papers in PubMed, 8 citations in OpenAlex.
- Cognitive Processes Influencing Written Sentence Construction in School-Aged Children With Prenatal Alcohol Exposure.Psychology in the schools · 2025Article
- Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning.Journal of systems and integrative neuroscience · 2017Article
- Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings.Trends in neuroscience and education · 2016Article
- Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades With Persisting Learning Disabilities in Written Language.Learning disabilities (Pittsburgh, Pa.) · 2016Article
- Thinking aloud during idea generating and planning before written translation: Developmental changes from ages 10 to 12 in expressing and defending opinions.Cogent psychology · 2016Article
- Case studies comparing learning profiles and response to instruction in Autism Spectrum Disorder and Oral and Written Language Learning Disability at transition to high school.Topics in language disordersArticle
- Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9.Journal of learning disabilitiesArticle
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
Abstract
Three new approaches to writing assessment are introduced. First, strategies for generating the very next sentence are assessed in reference to the local level as well as the evolving text level of composing in progress. Second, strategies for translating thought into written language are coded with transcription (spelling) skill-low, average, or high-held constant. Third, instead of describing composing skill in reference to a single normed score for age or grade in a standardization sample at a static time in development, translation is studied longitudinally when children are in grades 1, 3, and 5 (ages 6, 8, 10) or grades 3, 5, and 7 (ages 8, 10, 12). Applications of the results are discussed for assessment and instruction grounded in levels and generativity of written language and normal variation in typically developing writers.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.